using the skoool™ he platform: elearning … · system, plan for evaluation development of...

USING THE SKOOOL™ HE PLATFORM: eLEARNING IMPLEMENTATION GUIDE

UNFPA (Geeta Lal)

Jhpiego (Peter Johnson, Leah Hart, Sarah Searle, Alison Trump)

Intel (Mathew Taylor, Narayan Sundararajan)

eLearning Implementation Guide iii

TABLE OF CONTENTS

Foreword iv

Introduction 1

Why eLearning? 1

Purpose of This Guide 2

Accessing the skoool HE Platform 4

Current Modules 4

Pre-Service Training 6

Stakeholder Buy-In and Support 9

Implementing the Program 18

Planning 18

Training 18

Implementation Testing 18

Dissemination 18

Ongoing Support 18

Appendix A: Material and Human Resource Requirements for eLearning

Program Initiation 20

Appendix B: Sample Job Description for Information and Communication

Technology (ICT) Advisor 24

Appendix C: Sample Job Description for eLearning Systems Integrator 26

Appendix D: Sample Job Description for eLearning Content Creator 27

iv eLearning Implementation Guide

FOREWORD

The eLearning Modules for Midwives and Frontline Health Care Workers resulted from a

partnership between UNFPA, Intel, Jhpiego, and the World Health Organization (WHO). The

modules aim to build frontline health care workers’ expertise in essential lifesaving skills to

prevent maternal/newborn deaths. In addition, because the modules are electronic, learning

institutions can collect learner performance data, which can be used to improve performance

management and quality control.

Designed to be easy to use, with evidence-based training methods incorporated, the modules

present case studies that guide the user through real-life (normal and emergency) situations

that occur during pregnancy and childbirth. For maximum impact, the modules should be

disseminated as part of a comprehensive eLearning program or blended into the existing

curriculum to enhance in particular, the lifesaving skills. This implementation guide provides

high-level guidance on designing and implementing an eLearning program using the

modules.

The four partners involved in producing the modules each had a different role. The modules

are based largely on WHO’s Integrated Management of Pregnancy & Childbirth (IMPAC)

manuals, which focus on the signal functions necessary for health care workers to address the

top causes of maternal mortality. Jhpiego, an international nongovernmental organization

with expertise in capacity-building and health systems strengthening, provided innovative

training solutions and multimedia content for the modules. UNFPA provided overall project

management, coordination, and implementation support as well as technical expertise in

sexual and reproductive health and midwifery and operationalization at the country level.

Finally, Intel contributed to the partnership by engineering the no-charge skoool™

Healthcare Education platform that allows eLearning modules to be accessed on Windows-

based platforms, with or without internet connectivity, along with interpretation of learners’

usage characteristics.

The module content was reviewed by UNFPA, Jhpiego, and WHO technical experts. In

addition, a technical advisory group with members from the International Federation of

Gynecology and Obstetrics (FIGO), the International Confederation of Midwives (ICM), and

the International Council of Nurses (ICN) reviewed the technical content of the eLearning

modules.

eLearning Implementation Guide 1

Blended learning is a “combination of off- or online learning and face-to-face instruction.”

2

eLearning is “instruction delivered on a digital device such as a computer or mobile device that is intended to support learning.”

3

INTRODUCTION

WHY eLEARNING?

Electronic learning, or eLearning, can be as effective as or

even more effective than live instruction. It can also be more

efficient if effective techniques are used—especially for the

development of knowledge and critical thinking and

decision-making skills.1,2

The current availability of low-

cost mobile devices such as netbooks and tablets provides

the opportunity to extend eLearning to the frontline and to

support health workers in improving their decision-making

and performance. eLearning is easily adaptable to local

contexts and languages.

It is important to keep in mind that eLearning is one component of a blended learning

strategy that supports the development of target competencies and must be aimed at the right

constellation of health workers. Other components of the strategy may include demonstration,

practice, mentorship, and simulation. This guide focuses on implementation of eLearning and

the advantages that eLearning offers to a comprehensive education and training strategy.

Table 1 summarizes some of these advantages.

Table 1. Traditional training vs. eLearning

Common Training Methods

Challenges with Common Training Methods

Strategic Advantages of Multimedia eLearning

In-Service Training

Off-site/ workshop training

Removes workers from their job site, sacrificing valuable human resources and pressuring trainers to reduce training time, which can result in sub-optimal changes in performance.

eLearning lessons can be accessed readily by all health workers at a time when they are needed most (urgently), based on identified performance gaps in the workplace.

Knowledge transfer is low and continues to deteriorate over time; demonstrable change in practice is less than ideal.

Workers can receive continuing updates, consider recent evidence, and maintain skills through ongoing exposure to training content.

Onsite training

Limited reach: Training does not reach the majority of health workers attending births; single cadre training does not promote teamwork.

eLearning has the capacity to reach higher numbers and a greater range of health workers.

Cost Training is expensive, with little return on investment.

eLearning provides a basis for low-cost follow-up after in-person training to help reinforce new skills, and allows practitioners to take responsibility for facilitating ongoing learning.

1 Bluestone J et al. Effective In-Service Training Techniques, Frequency, Setting and Media: Evidence from an

Integrative Review of the Literature. Baltimore: Jhpiego, 2012.

2 Means B, Toyama Y, Murphy R, Bakia M, Jones K. Evaluation of Evidence-Based Practices in Online Learning:

A Meta-Analysis and Review of Online Learning Studies. U.S. Department of Education, 2010. 3 Clark RC and Mayer RE. E-Learning and the Science of Instruction: Proven Guidelines for Consumers and

Designers of Multimedia Learning. 3rd ed. San Francisco: Pfeiffer, 2011.

2 eLearning Implementation Guide

Common Training Methods

Challenges with Common Training Methods

Strategic Advantages of Multi-Media eLearning

Pre-Service Education

(PSE)

Enrollment in PSE programs

Limited numbers of health care workers trained

Midwives trained remotely are more likely to serve hard-to-reach populations. Training can be extended to where it is most needed, encouraging retention and representative distribution of the health care workforce.

Curriculum Keeping content updated Students can be trained on the most up-to-date evidence, improve understanding of critical concepts.

Clinical practice

Clinical placements limited and may include limited exposure to critical clinical situations

Students can view video or animated demonstrations and develop clinical decision-making skills in a safe and stress-free learning environment. Clinical conditions that are rare but highly critical can be simulated through an eLearning environment, improving necessary decision-making and clinical skill mastery.

Simulation Limited opportunities for practice through simulation

eLearning promotes virtual simulation, which increases opportunities for knowledge transfer and clinical decision-making practice, thus maintaining or increasing competency and confidence through regular exposure that is traceable through the skoool™ HE system.

Quality of training materials

Validated materials or training approach not always available.

Prototype eLearning modules use internationally validated materials involving multiple global experts and stakeholder groups (ICN, ICM, FIGO, WHO, UNFPA, Jhpiego).

PURPOSE OF THIS GUIDE

The guide was created to enable ministries and stakeholders, including educational

institutions, administrators, professional associations, and councils that are interested in

supporting or expanding health care worker education via eLearning, to mainstream training

on key lifesaving functions. eLearning does not replace skills training or facility-based

learning, which are face-to-face experiences that learners need to obtain practice and receive

feedback. Therefore, the proposed approach for pre-service training promotes a “blended

learning” approach in which eLearning is complemented by classroom training and hands-on

skills development. For in-service training, the e-modules can be used for refreshing or

updating existing training and can be complemented by hands-on experience as needed.

This guide focuses on the skoool™ Healthcare Education platform (skoool™ HE) as an

example of an open-source learning platform for eLearning implementation. Skoool HE is

free-of-charge eLearning software from Intel that enables use and tracking of multimedia

course content. It records assessment information from embedded quizzes, allowing

administrators to measure and evaluate course usage and understanding. In addition, users

can create their own local-language course content via third-party tools and distribute them

with skoool HE.


With the skoool HE platform, learning can take place either online or offline using mobile

computers, netbooks, and tablets. Implementation does not require use of the Internet. This

implementation guide will give you an overview of how to implement elarning using skoool HE,

the resources and eLearning modules that are currently available, and how to plan new elearning

content.

A module on content creation (see the “Create eLearning” link under “Learning

Opportunities” on http://reprolineplus.org/learning-opportunities) enables countries to

develop their own curriculum in local languages with local graphics, using the global

elearning modules as prototypes. Because elearning requires the use of mobile computing

devices, it is essential that the trainers and the trainees have basic computer literacy and are

able to operate these devices. A very simple module called PC Basics has been developed by

Intel to enhance health care workers’ computer literacy with the Microsoft Windows

operating system and is available either preloaded or from

http://skooolhe.com/index.php/installation/12-modules-2.3

3 This guide is specifically for implementing elearning using the skoool HE platform. There are other platforms for

using the modules that have been developed by UNFPA/Jhpiego. Contact Jhpiego at [email protected] for more information.

http://skooolhe.com/index.php/installation/12-modules-2


ACCESSING THE SKOOOL HE PLATFORM

If you do not have the UNFPA/Jhpiego USB with skoool HE, you will need to:

Visit the skoool HE website at www.skooolHE.com, select Installation, and follow the 1.

instructions. You will need to download Adobe FlashPlayer and Adobe Reader if they are

not already installed on your computer or device. Then you can install the skoool HE

application.

Create an account by providing your e-mail address and following the link in the e-mail 2.

you receive to set your password.

Return to the skoool HE application and log in. 3.

Next, download one or more of the UNFPA/Jhpiego eLearning Modules (.skl files) onto 4.

your computer: Return to skoool HE, select Import and browse to your downloaded .skl

files and select them.

Now you can view the courses you imported via your skoool HE program. 5.

CURRENT MODULES

As of January 2014, there were nine modules available for immediate download and use. The

modules target the main causes of maternal mortality, and are intended for use by midwives

and others with midwifery skills. Visit http://www.reprolineplus.org or the skoool HE

website to view all the modules available for use and installation:

http://www.skooolhe.com/index.php/installation/12-modules-2

http://www.reprolineplus.org/



INPUTS

PROCESSES/ ACTIVITIES OUTPUTS OUTCOMES

Content: Identification of priority content and

creation of elearning content

Capacity-building/training: IT staff,

users, instructors, content creators

Ministry of health staff (HRH policymakers, IT

staff, eHealth team)

skoool HE platform

Currently available learning content

Relevant professional association leaders

Schools & instructors (for pre-service) Monitoring and evaluation:

Plan for process indicators, downloading usage data

from the skoool HE system, plan for evaluation

Development of promotional strategy and

promotional materials advertising availability of

service

skoool HE system launched, functional,

maintained

Learners download and take eLearning courses

Submitted score results are received by the skoool

HE system (and by instructors, in case of pre-

service)

Content loaded onto skoool HE platform

Learning objectives for particular topic or module

are met

Implementing organization staff

Technology/IT: Server deployment, user

management, content management, ongoing

support

If high-level pre-service goal is set, student

performance on non-elearning assessments in

target areas

APPLYING AN eLEARNING IMPLEMENTATION MODEL

Figure 1 details the overarching inputs, activities, and expected outputs and outcomes associated with implementing an elearning program.

Figure 1. eLearning Implementation Logic Model


This model can be applied in a variety of educational contexts. A few examples are listed

here:

PRE-SERVICE TRAINING

Flexible Device-Based System

A tablet- or device-based system is one in which every learner or health worker in the field has

access to a personal low-cost netbook. This system would allow pre-service learners or health

workers in the field engaged in continuing education to have access to the modules 24/7 on

personal devices to supplement other learning activities and prepare for or reinforce clinical

practice. Instructors or health center administrators/associations can monitor their students’ or

health workers’ number of attempts and quiz scores.

Pre-Service School-Based System

In a school-based system, elearning modules and skoool HE are loaded on laptop and desktop

computers or local area networks in school-based computer labs. Learners study the modules

as part of their course work, to supplement other learning activities and prepare for or

reinforce clinical practice. Instructors monitor their learners’ number of attempts and quiz

scores.

Pre-Service Training Sites in Remote Areas

Clinical training sites in remote settings can be outfitted with devices that have preinstalled e-

modules and skoool HE uploaded. Alternatively, the content can be downloaded via flash

drives. Clinical preceptors can access modules for essential skills updates and facilitate

learning for students placed in these sites. Students can access the modules to reinforce

lessons in the classroom and make sense of clinical practice experience.

In-Service Training

A local health facility has elearning modules and skoool HE uploaded to desktop computers.

Local practitioners who have a role in maternal/child health care use the modules under

mentorship of district-level trainers for locally identified needs such as orienting new providers,

addressing identified gaps in performance, and routine competency maintenance. The modules

can also be used as part of a trainer development process.

Continuing Professional Development

Practitioners receive assistance uploading the skoool HE platform and modules to their

personal devices (computer, tablet, or mobile) and work with the local regulatory body to

determine the standard continuing education unit (CEU) and requirements for re-licensure.

Regulators have determined that elearning content meets the requirements for continuing

education for health care professionals and have established a monitoring system for giving

credit to those who have successfully completed the modules to a preset standard.

Professional associations can be encouraged to develop elearning content relevant to local

needs and supported in developing systems to manage content delivery.


General Considerations for Applying the eLearning Implementation Model

Public health context (What gap is being addressed by elearning?)

Health system infrastructure

IT infrastructure and support

Resource availability

Essential components of any system:

Host location (desktop versus portable devices)

Target audience (students and current practitioners)

Implementers (regulatory boards/councils, ministries of health/education, educational institutions, health care facilities, NGOs, faith-based organizations, and other private-sector groups)

Infrastructure (hub-and-spoke dissemination of elearning resources versus alternatives)


PLANNING AN EFFECTIVE eLEARNING PROGRAM

Figure 2 outlines the components involved in planning an effective eLearning program. The

planning process must be collaborative, beginning with generating stakeholder buy-in and

support and involving stakeholders in the entire process. Content should be relevant to local

needs and translated/adapted appropriately. Technology must be accessible and acceptable to

users. Training for end users, implementers, and IT support personnel is an essential

component of eLearning implementation. As with all programs, monitoring is essential for

measuring results and must be planned for each stage of the process. Periodic evaluations are

necessary to implement changes and to improve program effectiveness.

Figure 2. Collaborative Planning for Effective eLearning

• Ministry-level cooperation and endorsement of process and curriculum

• Professional association and regulator involvement links with licensure (for pre-service) and re-licensure (for in-service)

• Readiness or needs assessment

• Prioritize learning needs

Stakeholder

buy-in & support

• Identification of existing resources and prioritization

• Modification of existing eLearning modules

• Creation of customized multimedia and elearning content

Content

• Server deployment

• User management

• Content management

• Ongoing support and help desk system Technology/ infrastructure

• Capacity-building for:

• Content creators

• IT system administrators

• Users Training

• Extracting and interpreting user statistics

• Monitoring and resolving IT and infrastructure issues

• Monitoring elearning implementation

• Conducting formal evaluation of resources and effectiveness of elearning

Monitoring and evaluation


STAKEHOLDER BUY-IN AND SUPPORT

Before implementing your elearning program, consider the current policy and regulatory

environment in your country. What is the current policy on eLearning in your country, state, or

institution? What are the regulatory requirements for creating and approving eLearning courses

for use in education or training? Review existing national or institutional documents for

guidance before embarking on eLearning or blended learning.

Ideally, ministries of health, human resources, education, and management and information

systems (or a combination thereof) should be engaged. At the relevant ministry level, relate

eLearning to national health strategies and metrics for human resources for health. Identify

requirements for approval or evaluation of eLearning or blended learning programs and for the

involvement of information technology support personnel in assessing and planning for

implementation.

Professional councils, professional associations, and accrediting bodies are important partners

in health care workers’ education and should be able to provide direction and accreditation

for eLearning courses and program planning. Connect with accrediting organizations and link

your eLearning program to certification, licensure, or re-licensure requirements for continued

health professional education.

Create a Task Force

Create a task force from the larger body of stakeholders who have sufficient authority,

competency, and experience to define the goals and plans for implementing eLearning or

blended learning. The task force should be created and led by the ministry of health or ministry

of education, with engagement from the ministry of information technology (if it exists), and its

members should be partners in and key stakeholders of eLearning. The task force will provide

high-level direction, identify and leverage available funding, and plan and support capacity

development for eLearning. It can also help identify a technical working group to participate in

providing technical support, reviewing and creating eLearning, and monitoring and evaluating

progress.

Conduct a Needs Assessment

Identify documents and recent findings regarding the country’s eLearning readiness. If none

exist, conduct a needs assessment to identify infrastructure, personnel, and processes that

need to be addressed to implement eLearning. Review eLearning, eHealth, and other related

policy or strategy documents or guidelines that might provide direction or guidance.

As a first step, the task force should identify key areas in health workforce development

where eLearning can be implemented (i.e., in-service, pre-service, continuing professional

development). The next step is to identify the best locations, partners, and institutions for the

initial rollout plan for eLearning and blended learning using any suitable platform such as

Intel’s skoool HE platform. The needs assessment should identify the following:

IT infrastructure (supporting use of computing devices)

Availability of electricity

Availability of internet access (for regular synchronization of results)


Implementing institution or facility (enabling content distribution and supporting end

users)

Is there a dedicated IT employee or other support staff?

What are her or his qualifications (education and work experience), IT interest areas, and

expertise?

What days or hours is the IT staff member on duty?

Is there a computer lab?

What common hardware, software, internet, and networking problems (if any) would the

IT personnel need to support?

If there is a computer lab, is there a designated “help desk” system for getting support?

Does the IT staff know who to turn to if he/she needs assistance with troubleshooting? Is

there a point of contact at the ministry?

Users

What are their attitudes about eLearning?

What motivates them to complete eLearning?

What is their comfort level with eLearning and use of computers, tablets, or netbooks?

What is the cost of connectivity or time invested in eLearning that they need to bear? (See

the ICTD eLearning Readiness Checklist listed in the Resources section of this guide.)

Establish eLearning Program Goals

Identify any existing eLearning goals outlined by the ministry of health or ministry of

education. If they do not exist, work with the ministries and the task force to identify

measurable goals, target audience, and the delivery method for initial implementation.

Defining Program Scope

Based on the goals, identify priority topics, target audience, and delivery method, and

determine whether eLearning will support the initial education of health care workers through

pre-service training or continuing education through in-service training.

Selecting Key Health Priorities

Identify the health topics or area of performance you wish to address through eLearning.

What are the current national health priorities? Are there existing content modules available

on the skoool HE platform that will address these priorities? If so, this will allow you to

implement and get experience with using the platform. Additional content can be created

using the existing modules as prototypes with the help of the content creation toolkit.

Audience

Identify your target audience so that you can select appropriate content for their skill set. What is

their level of computer literacy and readiness for eLearning? What preparation and training will be

required?


Delivery Method

Will you use PCs in computer labs, or netbooks or tablets? Who will support the IT needs and

manage the delivery and updating of content? Which delivery method is most cost-effective

and sustainable?

Create a Plan

Based on your program goals, scope, and audience, and with direction from the task force,

create a high-level plan for the following areas.

Schedule

Plan what you will do when. Plan how you will roll out eLearning initially so that you can

evaluate and make adjustments in the content and processes before going to scale. Examine

what content is available. Is it suitable for the local context, or does it need to be localized?

Can it be created in the country by using the content creation toolkit and deploying with a

suitable vendor? Are there suitable systems integrators who can roll out an eLearning

program that includes installation, maintenance, and support? Are there local content creators

who could localize or create new additional modules that are required?

Budget

In collaboration with the task force, identify budget inputs such as hardware, software, staff

time, communication fees, training costs, and monitoring and evaluation costs. (Appendix A

shows the materials and human resources needed for eLearning implementation.)

Monitoring and Evaluation

Based on your program goal and scope, identify monitoring and evaluation indicators (see

Monitoring and Evaluation section, below). How will you evaluate your program and

measure its success? Plan to monitor and evaluate both short- and long-term activities.

Content

Based on your program goals and priority health topics, determine whether you can use

existing skoool HE content or need to create new content. Sample modules are available for

download (for a current list, see http://www.skooolhe.com/index.php/installation/12-

modules-2 ).

The “Create eLearning” module is listed on the “Learning Opportunities” page of the

ReprolinePlus website (http://reprolineplus.org/learning-opportunities) and is also available

on the skoool HE platform website (http://www.skooolhe.com/). On the skoool HE site, click

on the “Authoring eLearning Content” link for links to free software and guidance on

eLearning content best practices, including “Create eLearning Now,” a multimedia eLearning

module that provides an orientation on creating eLearning materials for use in the skoool HE

platform.



http://reprolineplus.org/learning-opportunities

http://www.skooolhe.com/


Technology/IT Infrastructure

eLearning requires an IT infrastructure for both implementation and user support. “IT

infrastructure” refers not only to physical elements of technology, such as computers and

software, but also to the systems, processes, and people that support the full functioning and

productive use of those elements for the eLearning system. Technology-related activities

occur concurrently with other implementation activities, and it may be useful to include the

dedicated IT staff or IT technical advisory group in stakeholder meetings and other cross-

cutting startup and implementation activities.

Identifying Relevant IT Staff

To support the technology infrastructure, three groups of staff will be needed:

Ministry-Level IT Management / eHealth Policymakers

Most ministries of health have a dedicated IT team that supports the IT needs of the ministry.

They may or may not have an eHealth team or an Information and Communications

Technology for Development (ICT4D) team that focuses on applications of technology to

support health care delivery in-country. It is critical to include both ministry-level IT

management and, if present, eHealth policymakers in the early planning, start-up, and

implementation of the eLearning system. Ministry-level IT management and any eHealth

policymakers can provide input on availability of staff to support the ongoing eLearning

system, information on bandwidth, connectivity, and IT capacity at the school level. Much of

this support could be provided virtually. For sustainability, an appropriate level of IT and

technical support is necessary.

Central System Administrators

Central system administrators are the central IT staff who will deploy and maintain the

eLearning server, manage user accounts and groups, manage some aspects of the eLearning

content, and provide support to local school-level IT staff. Ongoing central system

administration responsibilities typically are not too burdensome and can be performed by the

ministry-level IT team. The size of this team will vary depending on the scope and

parameters of the project. In some cases, where a ministry-level IT team is too busy, it may

be necessary to outsource some of the work or hire new IT staff. Server installation and

administration can be supported or performed by skoool HE Hosting and Implementation

Partners. These partners are companies that have the ability to deploy, maintain, and support

skoool HE clients and servers. In addition, some have the skills to modify and extend the

software if desired.

Local/School-Level IT Staff

If eLearning is implemented as part of pre-service education, IT staff located at the school

will support students and instructors in installing and using the skoool platform, importing the

eLearning modules, syncing their data with the central server, and providing general

troubleshooting and assistance.


Skoool HE Server

Detailed instructions on how to select, install, and initially configure a skoool HE server are

available in the Intel skoool™ Healthcare Education (HE) Platform Administrator’s Guide.

See:

http://www.skooolhe.com/images/downloads/skoool%20Healthcare%20Administrators%20G

uide%20v%201.1.3%200506.pdf. Alternatively, the server can be cloud-hosted by one of the

skoool HE Hosting and Implementation Partners.

If in-country hosting is required, procurement of the server hardware should begin

immediately, per the hardware and software server system requirements listed in the

administrators’ guide. The administrators who set up and deploy the server must have a

working knowledge of LAMP installations and, if not already experienced with Drupal, will

need to learn the basics to understand its use in the skoool HE platform.4 Alternatively, skoool

HE can be implemented using a Moodle server with a newly available skoool HE plug-in.

User Management

Central system administrators will have the ongoing task of creating user roles, defining the roles,

and assigning content to user accounts. On the skoool HE platform, there are four main roles for

users:

Administrators (the central system administrators themselves, who deploy and maintain

the skoool HE server)

Group facilitator/leader (usually the instructor at the school, who will manage a group of

users and observe assessment results)

Content editor (manages and uploads content to the skoool HE server)

End user (the general consumer of eLearning content—i.e., the student)

Each new account on the skoool HE server will be assigned one of these roles. After the skoool

HE server is deployed, creating and managing user accounts is relatively straightforward. The

Intel skoool Healthcare Education (HE) Platform Administrator’s Guide explains the details.

See:

http://www.skooolhe.com/images/downloads/skoool%20Healthcare%20Administrators%20Gu

ide%20v%201.1.3%200506.pdf

Content Management

Some modules for the skoool platform may already be available in “packaged” form (i.e., zipped

in a format that can be uploaded to the skoool HE server). However, if content is created by

instructors in-country after initial deployment of the eLearning system, the central system

administrators may need to perform this “packaging” process and load it onto the skoool HE

system.

The step-by-step details of content management, packaging modules, and deploying

modules for use on the skoool HE system are explained on page 16 of the Intel skoool

Healthcare Education (HE) Platform Administrator’s Guide:

http://www.skooolhe.com/images/downloads/skoool%20Healthcare%20Administrators%

20Guide%20v%201.1.3%200506.pdf

44

It is not necessary for project implementers to understand technical terms like “LAMP” and “Drupal” to manage this project. The administrator’s guide contains detailed information on these topics.

http://www.skooolhe.com/images/downloads/skoool%20Healthcare%20Administrators%20Guide%20v%201.1.3%200506.pdf





Help Desk Troubleshooting Processes

Before deployment of the eLearning platform, the central system administrators should work

with skoool HE Implementation Partners and local/school IT staff to define help desk or

troubleshooting processes for users and for administrators. (For some general tips on setting up a

help desk, see Google Apps Documentation & Support, “Set up your help desk”:

http://support.google.com/a/bin/answer.py?hl=en&answer=150561. This is an example using

Google apps, but the basic framework helps in thinking through setting up any help

infrastructure.)

The ministry-level IT system administrators may already have a help desk system that can be

adapted for use with the eLearning system. Mapping out the flow of a help request—similar

to an organizational chart showing who reports to whom or a data flow diagram—is useful in

identifying gaps in support for students and teachers, as well as for central system

administrators should something go wrong.

Testing

Implementation testing should be performed on a small scale to ensure that server deployment,

user account creation, and content management are all running smoothly. However, rigorous

software development testing has already been conducted by the creators of the eLearning

system. First, central system administrators should test the system among themselves, assigning

themselves user roles and attempting to log on, access a module, and submit results to a module

assessment.

After successful simple testing, the central system administrators should work with local and

school IT staff to remotely test the system. Is the school IT staff person able to access a user

account, view an assigned module, and submit results to an assessment? Simple tests like

these will help identify problems early on.

Training

Plan training based on the needs assessment findings and current IT infrastructure and

computer literacy. Training may be needed for the following roles:

Content Creators

Content creators are instructional designers, educators, or subject matter experts. They are

responsible for identifying and creating the objectives, assessment items, activities, references,

and resources for eLearning courses. Content creators may or may not package materials for

skoool HE, but they will provide the materials for the course in collaboration with IT support

personnel.

Facilitators

Facilitators are the educators, trainers, faculty, or personnel who facilitate eLearning or

blended learning. They are responsible for monitoring user progress and supporting users

who have technical content questions. They need to be able to view user progress and identify

users who need support or intervention. If they are facilitating blended learning, they may

also be responsible for planning and facilitating the clinical practice portion of the course.

http://support.google.com/a/bin/answer.py?hl=en&answer=150561


IT Managers and Personnel

IT staff are those will be providing ongoing support for facilitators and users of the modules.

They need to be trained using the skoool HE administrator’s guide. They also need to set up a

support system or help desk so that IT–related problems can be identified and addressed. The

IT personnel will need to upload modules, update content when needed, and monitor and

track files and versions of eLearning materials used. Appendix B is a sample job description

for an information and communication technology advisor.

Users

A user is anyone who will be completing an eLearning course. Users need an orientation to

be able to open the skoool HE platform, import and delete modules, and complete the

eLearning modules and pre- and post-course quizzes.

Assess individuals’ readiness for training both individually and collectively through a

combination of surveys and one-on-one and team meetings. Discuss the skills needed to

implement eLearning, including the ability to create content, set up and administer courses,

and track and support users as they complete their instruction. You can prepare the team for

training by reviewing the eLearning courses on the skoool HE platform and other sources;

attending free webinars from eLearning technology vendors; and passing out articles on

eLearning that would be applicable in your environment. You should also assess your team’s

level of interest in developing eLearning skills and making a shift in how training goals are

accomplished. This process will tell you what skill gaps you will need to fill to have a

successful program.

Monitoring and Evaluation

The tables below lists suggested indicators to be monitored throughout implementation of an

eLearning program. You may update or revise them based on your country’s priorities, and

you should establish baselines and targets for each indicator you use.

Content Indicators

Outcomes National-level indicators School-level indicators

Content priorities identified; content selected, adapted, or developed

Number of modules available

eLearning modules available

Implementation research plan developed to determine usability, satisfaction level, and cost

National-level steering committee approves plans


Platform Indicators


Needs assessment completed Needs assessment draft

Needed supplies and equipment procured

Servers, hardware, and software in place and functional

Hardware and software installed

IT infrastructure and support in place (e.g., servers, training on eLearning use, and maintenance)

eLearning modules installed on devices

Servers operational

IT staff trained to maintain system

Average time to respond to service call

IT staff hired

Process Indicators

Outcomes National-level indicators School- or facility-level

indicators

IT infrastructure/support and maintenance available

Average time eLearning is “offline”


IT staff hired

Average time eLearning is “offline”


Facilitators and users trained to use eLearning

Number trained in use of eLearning

Number trained in use of eLearning

Users actively using eLearning modules

Proportion of users who have completed 80% of eLearning modules by end of testing phase

eLearning pre- and post-test pass scores of users

Proportion of users at each school who have completed 80% of eLearning modules by end of testing phase

Pre- and post-tests of users at each school on eLearning modules

Results of implementation research on usability, user satisfaction, and costing available and disseminated

Level of satisfaction of users and facilitators

Unit costs defined

Proportion of users and facilitators using eLearning

Proportion of users and facilitators using 80% of modules per year

Number of reported technical problems with eLearning systems

Level of satisfaction (users and facilitators)

Unit costs defined

Proportion of users and facilitators using eLearning

Proportion of users completing 80% of modules per year

Number of reported technical problems with eLearning systems modules per year

Evaluation of student outcomes Average user scores pre and post test

Average user scores pre and post test

Scale-up plan developed based on lessons learned

Scale-up plan drafted and approved


IT and Infrastructure Indicators


All schools have needed hardware and software for eLearning

National procurement mechanism for eLearning established

Schools have IT equipment and supplies to provide eLearning

All schools have ongoing IT support and maintenance

National eLearning servers are not out of service for more than one week every quarter

Proportion of students whose eLearning modules are not functional for two weeks or more

User indicators


Routine monitoring of eLearning usability, level of satisfaction, and performance outcomes

Proportion of students and tutors using eLearning

Increase in number of students

Proportion of students and tutors completing 80% of modules per year

Percentage increase in average score per module (pre-test/post-test)

Level of satisfaction of students and tutors

Proportion of students and tutors using eLearning

Proportion of students and tutors completing 80% of modules per year

Percentage increase in average score per module (pre-test/post-test)

Conducting a Formal Evaluation

After initial implementation of the eLearning program is complete, conduct a formal

evaluation to identify any training, IT, content, or process issues that need to be addressed.

(Resources on standards and guidelines for assessing eLearning programs are listed at the end

of this document.) Generally, the formal evaluation should include the following:

A review of course evaluations (school level)

Measurement of user knowledge change (pass rate per module)

Evaluation of platform use by tutors and students (complete at school level and national

level)

Measurement of national indicators (number of users, number of resources, etc.)

Process evaluation (is the program meeting targets?)

Assessment of the level of satisfaction and acceptability (among students and tutors)


IMPLEMENTING THE PROGRAM

Actual implementation will require planning (including application for research, if

applicable), training, implementation testing, dissemination, formative evaluation, ongoing

user support, and addressing any technical issues. Here is a short summary of each step.

PLANNING

In preparation for eLearning implementation, it may be appropriate to develop a research plan

and submit to local ethical review boards, in order to disseminate or present results of the

eLearning program to a wider audience.

TRAINING

Train everyone who will be involved, including IT staff, facilitators, and users. Be sure to

include guidance on how to access the help desk, call line, and other IT support. Facilitators

and users must be able to get their questions answered easily, get any technical problems

solved, and receive support for their implementation.

IMPLEMENTATION TESTING

Test eLearning modules with a small group to identify issues/problems. Adjust as necessary.

Then test using skoool HE with a small user group and some facilitators to identify and solve

any process or technical issues.

DISSEMINATION

eLearning materials can include large files if they include video and multimedia. You might

need to download and import the modules onto devices initially, while you train facilitators or

IT staff. See the skoool HE administrator’s guide for more details on downloading and

importing files.

Use stakeholder meetings, professional association meetings, media, and other forums both to

distribute eLearning materials and to share information about the eLearning program and how

to access information or participate. As you monitor and evaluate results, disseminate

findings that are approved by the task force.

ONGOING SUPPORT

Ready support for facilitators, users, and IT personnel is critical, especially in the early

stages. There must be a telephone number, e-mail address, or access to live support to ensure

that technical issues and other questions are addressed and answered. Facilitators should

monitor on a regular basis, such as weekly, to determine how users are progressing and

answer any questions. This includes managing the help desk or the support system

established to document problems that you have addressed.


RESOURCES

skoool™ HE website: http://www.skooolhe.com/

Current list of skoool™ WHO/UNFPA/Jhpiego Midwifery Modules:


Intel skoool™ Healthcare Education (HE) Platform Administrator’s Guide:

http://www.skooolhe.com/images/downloads/skoool%20Healthcare%20Administrators%

20Guide%20v%201.1.3%200506.pdf

Google Apps Documentation & Support. “Set up your help desk”:


FuturEd Distance Learning Guide: http://www.futured.com/pdf/distance.pdf

Distance Education Quality Principles, University of Wisconsin-Madison:

http://depd.wisc.edu/html/quality3.htm

http://www.skooolhe.com/





http://www.futured.com/pdf/distance.pdf

http://depd.wisc.edu/html/quality3.htm


APPENDIX A: MATERIAL AND HUMAN RESOURCE REQUIREMENTS FOR eLEARNING PROGRAM INITIATION

The sample budget table below reflects a sample eLearning project that targets six pre-service

midwifery schools, reaching approximately 600 students and 30 faculty members.

eLearning Implementation Materials and Human Resource Requirements (Year 1)

Budget item Description Unit

number Unit cost Estimated cost ($)

Staffing (% of full-time

status)

Project Staff

Project management

Oversee program

Manage staff 100% 1

ICT advisor

Work with IT stakeholders to launch, manage, and monitor pilot implementation of eLearning platform 100% 1

Education and training advisor

Expertise in local training system

Lead trainings, workshops 50% 1

Subject matter review

Local expertise in content area 30% 1

Content creator

Expertise in instructional design

Digitize content 50% 1

Optional: Contracted IT support for systems integration

Implement, maintain, and support skoool HE platform (50%) 1

Monitoring and evaluation staff 25% 1

Short-term expert consultation

ICT advisor 50% 1 Education and training advisor 50% 1

Monitoring & evaluation advisor

Data tracking, analysis, and interpretation 50%

Subtotal

Total Personnel



Budget item Description Unit

number Unit cost Estimated cost ($)

Travel

(Trips)

Technical support visits International 2 Local technical support for

quarterly visits Local 4 Subtotal

Activities (Participants) (Days)

(Per person per day)

2-day training for local IT staff on eLearning system

10 2

3-day training for tutors on eLearning

18 3

1-day eLearning orientation meeting for stakeholders

45 1

2-day detailed training for tutors and IT tutors on skoool HE platform

45 2

5 days of eLearning content development (for malaria)

35 5

Revision of current eLearning content

35 1

Dissemination of final eLearning package

60 1

Subtotal 248 15 Equipment, supplies,

materials (unit

number)

Laptops or netbooks

250 USBs for file transfers (loaded

and branded by Dischounds) 250 Fed-Ex international shipping

costs Translation of existing

content (module)

Translating/localizing storyboard

Repackaging graphics/storyboard, including technical review for accuracy

TOTAL



Budget item

Unit number

Unit cost Estimated

cost ($)

Staffing

(Staff)

Project management 100%

ICT advising 100%

Education and training advisor 100%

Subject matter review 100%

Content creator 100%

Monitoring & evaluation advisor 50%

Optional: contracted IT support for systems integration (50%)


ICT advisor 25%


Monitoring and evaluation advisor 25%

Travel

(trip)

Technical support (international)

1

Local technical support (local)

1

Subtotal

Activities (Participants) (Days)

(Per person per day)

3-day update training on new materials 16 3

1-day content creation training 20 3

1-day validation 20 1

Subtotal

Equipment, supplies, materials

Laptops or netbooks

0

USBs loaded with updated versions/new modules 50

Fed-Ex international shipping costs

TOTAL



Budget item

Unit number

Unit cost

Estimated cost ($)

Staffing

(Staff)

Project manager 100% 1

ICT advisor 100% 1

Education and training advisor 100% 1

Subject matter expert 50% 1

Content creation 50% 1

Monitoring and evaluation advisor 100%


ICT advisor 10%


Monitoring & evaluation advisor 10%

Subtotal

Travel

(Trip)

Technical support (international)

0

Local technical support (local); one visit

1

Subtotal

Equipment, supplies, materials

Laptops or netbooks (replacements)

5

USBs for file transfers

50

Fed-Ex international shipping costs

TOTAL


APPENDIX B: SAMPLE JOB DESCRIPTION FOR INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) ADVISOR

POSITION DESCRIPTION

Title: Information and Communication Technology (ICT) Advisor

Salary Grade:

Job Site:

Summary Scope of Work:

The ICT advisor will provide management of and technical assistance for use information

and communication technologies (ICT) in a pilot of an eLearning platform for pre-service

education in six midwifery schools in Ghana.

Position Reports To:

Positions Supervised:

Responsibilities:

Take the lead in working with relevant program staff, health care worker tutors, school IT

staff, and Ministry of Health IT staff to launch, manage day-to-day activities, and monitor

the pilot implementation of an eLearning platform

Conduct or lead, in collaboration with other team members, any training, meetings, or

workshops held for the planning, design, implementation, or evaluation of information

and communication technologies for program activities

Collaborate with team members to ensure appropriate monitoring and evaluation of

project information and communication technology activities, including provision of

input into appropriate logical framework and indicator development

Work collaboratively with other team members to ensure necessary program planning,

development, resource availability, and management activities function effectively and

efficiently

Contribute to timely, accurate, and appropriate reporting of program activities and results

to the donor, including progress reports, and annual reports

Promote and support the dissemination of project information and experience sharing

among the project team and with other country, regional, and headquarters-based staff

Establish and maintain productive relationships with key stakeholders, including relevant

department heads and staff, government officials, NGOs, and ICT companies

Other duties as necessary and as assigned.

Required Qualifications

University degree in an information and communication technology, management

sciences, or public health field

Minimum of three years’ experience providing technical assistance for eHealth, mHealth,

or ICT interventions

Knowledge/Abilities/Skills:

Competent in the use of ICT to support one or more of the following:


Health systems development and strengthening

Health care service delivery

Performance and quality improvement/assurance

Training, supporting, and supervising health care workers

Behavior change communication

Experienced in:

Designing, developing, implementing, and evaluating technology-assisted projects

Coordinating program activities with governmental, nongovernmental, and private-

sector partners

Collaborating with partners to provide technical assistance and implement program

activities

Identifying and incorporating or adapting best and promising evidence-based

practices

Interested in keeping up-to-date with technologies and technology standards

Possess an understanding of the constraints and benefits of different technologies

Be self-motivated and proactive, and possess a positive attitude to work

Require minimum supervision

Excellent organizational skills, including the ability to handle a variety of assignments

sometimes under pressure of deadlines

Be cooperative, hardworking, flexible, and dependable

Be able to communicate effectively, instilling trust and confidence

Be pleasant and warm, and have an outgoing personality

Possess excellent interpersonal and communication skills

Be of high integrity and ability to respect confidentiality

Be willing to take on extra responsibilities in order to achieve the goals/objectives set by

the organization


APPENDIX C: SAMPLE JOB DESCRIPTION FOR eLEARNING SYSTEMS INTEGRATOR

Terms of reference/skillset requirements for systems integrator: Implementation,

maintenance, and support of skoool™ HE platform

Pre-deployment:

Preload tablets/computers with relevant software such as skoool HE platform, Moodle

etc.

Understand Administrator’s Guide Installation for client provided by Intel

Corporation

Preload approved skoool modules into skoool platform

Install and maintain cloud-based or in-country Internet-based server

skoool HE Server or Moodle Server

Support use of features: user accounts management, course assignment, content

upload (manual provided by Intel Corporation)

Set up and maintain content hub sites

Set up file share at hubs (hospitals, clinics, etc.) from which users can download

course content

Establish distribution method (Internet download or physical delivery of storage

media) of course content, and train on-site resource to maintain.

Train administrators, IT managers and end users on use of skoool or Moodle Server

with skoool HE plugin for account and content management, assignment and

monitoring.

During Deployment:

Establish and maintain end-user support

Phone, email, etc.

Ideally, utilize user support database and knowledgebase

Establish and maintain content distribution support

Establish and maintain administrators support

Skills

Experience leading successful projects utilizing computers for health care and/or training

Proven ability to manage cross-organizational and cross-functional resources to meet

project goals and milestones

Computer Skills

Microsoft Windows including configuration/administration of clients

E-mail

Microsoft Office (Word, PowerPoint, Excel)

Strong knowledge on cloud-based server setup, configuration and maintenance such as

Amazon or other (Windows or Linux server implementation)

Skype

WLAN, Wi-Fi knowledge to configure networks


APPENDIX D: SAMPLE JOB DESCRIPTION FOR eLEARNING CONTENT CREATOR

Terms of reference/skillset requirements to create eLearning content for skoool™ HE

platform

Create eLearning content and digitize existing content:

Interact with subject matter experts, cross-functional team of graphics designs, users,

etc.

Ability to use Flash/HTML5 tools, including but not limited to Adobe

Captivate/Presenter, iSpring, Articulate, and additional tools

Live or animation videos creation; video editing and compression

eLearning pedagogy, assessment creation

Internet content creation (Flash and HTML5) products from Articulate, Adobe

(Captivate or Presenter), and/or iSpring for courseware and assessments

Moodle

Adobe Acrobat PDF creation

HTML5 web page, form creation

Package content into skoool compatible modules

Take feedback on content and incorporate and modify modules appropriately,

working with subject matter experts

Skills:

Excellent written and oral communication

Excellent organizational skills to enable milestone reporting, raise issues/concerns,

manage others

Understand pedagogy to create effective eLearning experiences

Expert proficiency in tools as indicated above

using the skoool™ he platform: elearning … · system, plan for evaluation development of...

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